Perception of educational guidance teachers about diversity in elementary and secondary schools in Asturias (Spain)
DOI:
https://doi.org/10.5944/reop.vol.29.num.2.2018.23154Keywords:
diversity, school counselors, educational guidance, inclusion, compulsory educationAbstract
ABSTRACT
The aim of this paper is to analyze the school counselors' perspective on how the schools respond to diversity in Primary Education (PE) and Compulsory Secondary Education (CSE) in order to identify differences and analyze strengths and weaknesses according to educational stages. A descriptive study has been conducted through a survey. Different instruments have been applied for data collection: an "ad hoc" questionnaire, which includes aspects related to sociodemographic variables, issues related to the context of the schools, a Likert scale composed of 43 items that aims to evaluate diversity (measures of attention to diversity) in the schools and a set of open questions to know which aspects favor and hinder the real application of the measures of attention to the diversity and the proposals of improvement. The research involved 143 school counselors from the Autonomous Community of the Principality of Asturias. The results show a slight positive average valuation of diversity, although with a wide margin of improvement. The comparison between the stages shows that there are significant differences in the overall assessment and elements related to attitudes, teacher training, organization and contextualization of the schools’ documents to address diversity. These assessments reach higher average scores in the CSE stage and teachers perceive more strenghts at this stage than in Primary Education stage.
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